www.growthmindsetmaths.com

@helenhindle1

Why I became interested in growth mindset

• Underachievement among our pupil• What their teachers were saying

What we did….• The big launch• Improving their skills as learners• Praising Progress• Talking to them about the progress of their peers

Year 11 Engagement – The Big Launch

To be a better Maths learner you need to develop these attributes:-•Team work•Resilience / Determination•Problem Solving•Risk Taking / love of challenge•Motivation•Creativity

The big launch• We asked pupils to reflect on their experience in Maths lessons

and provide their teachers with some constructive criticism of what we could do to improve our teaching. They did this by completing ‘what went well’ and ‘even better if’ spider diagrams.

• We then asked pupils to reflect on what they could do to improve their skills as learners by completing the same spider diagrams.

• We then got them to take part in team building activities and discussed how their Maths lessons were going to be different in future, what we as teachers would do differently and what we expected of them as learners.

Recognising and Celebrating Growth

Celebrating progress in assemblies, names and pictures of pupils on displaying the Maths Corridor.

Constantly reaffirming that the best students are the ones who make the most progress not necessarily those who attain the highest grade or level

Using other pupils as models of a growth mindset.

Success Stories – Who is this?????

Target Grade D

Year 10ATL 3Unit 2 exam result UProjected grade E

Year 11ATL 6November Exam CProjected Grade B

If Dan can do it, so can you!

Carol S. Dweck: Mindset

‘IQ tests can measure current skills, but nothing can measure someone's potential. It is impossible to tell what people are capable of in the future if they catch fire and apply themselves.’

GROWTH MINDSET

Guy Claxton – The Learning Powered School

Alison Peacock – Creating Learning without limits

Mindset is often more important than your initial ability in determining whether you succeed in the

long run.

Believe that talents can be developed and great abilities can be built over time.

Are fearful of making mistakes

Think about how they learn

Believe that talent alone creates success

Well behaved pupils Reluctant to take on challenges

Resilient Prefer to stay in their comfort zone

View mistakes as an opportunity to develop

Believe that effort creates success

Higher Attaining Pupils Think it is important to ‘look’ smart in front of others

Believe that talents and abilities are set in stone, you either have them or you don’t.

Lower Attaining Pupils Hard Working Pupils

Growth Mind-set Fixed Mind-set

Growth Mind-Set

Fixed Mind-Set

View mistakes as an opportunity to develop

Think about how they learn

Higher Attaining Pupils

Hard Working Pupils

Believe that effort creates success

Resilient

Believe that talents can be developed and great abilities can be built over time. Prefer to stay in

their comfort zoneAre fearful of making mistakes

Believe that talents and abilities are set in stone, you either have them or you don’t.

Believe that talent alone creates success

Think it is important to ‘look’ smart in front of others

Reluctant to take on challenges

Lower Attaining Pupils

Well behaved pupils

StatementStrongly Agree

Agree

Disagree

Strongly Disagree

You are either good at Maths or you aren’t and you can’t change it.

You can only do well in Maths if you are clever.

Your memory affects how good you are in Maths.

Learning new mathematical skills does not mean you are changing your ability.

You can do a lot to change how clever you are.

You can do a lot to change how well you understand mathematics.

If you can answer a question quickly you are good at Maths.

How many answers you get right on a test shows how good you are at Maths.

Practice exercises are the best way to learn new mathematical skills.

Watching a teacher do examples is the best way to learn new mathematical skills.

Trying a problem you don’t know how to solve is the best way to learn new mathematical skills.

The set you are in tells you how good you are at Maths.

I prefer to work on questions that challenge me rather than questions that I find easy.

Promotes a fixed mindset Promotes a growth mindset

Praising pupils for being smart

Formative comments that emphasis achievementPraising students for achievements that come easilySpending time documenting intelligence and abilityDirecting pupils to which tasks to completeBoosting self esteem

Place importance on grades / levels rather than learning

Which Mindset do you model in your classroom?

Promotes a Fixed Mind Set Promotes a Growth Mind-Set

Praising pupils for being smart Praising effort and strategies

Formative comments that emphasis achievement

Formative comments that emphasise effort and application

Praising students for achievements that come easily

Building robust self confidence

Spending time documenting intelligence and ability

Spending time developing intelligence and ability

Directing pupils to which tasks to complete

Giving pupils a strong voice in the learning process and a sense of purpose

Boosting self esteem Providing constructive criticism

Place importance on grades / levels rather than learning

Place importance on learning rather than grades / levels

Which Mindset do you model in your classroom?

What fixed mind set pupils might say What we could encourage them to say

I'm so stupid.

I'm brilliant at this.

I just can’t do Maths, I’ve never been any good at Maths.

This is too hard.

I’m happy with my current grade

You didn’t explain it properly.

What grade / level did I get?

'Meaningful learning tasks give students a clear sense of progress leading to mastery.

This means that students can see themselves doing tasks they couldn't do before and understanding concepts they couldn't understand before.

Work that gives students a sense of improvement as a result of effort gives teachers an opportunity to praise students for their progress.

That is, teachers can point out that the students' efforts were what led to the progress and improvement over time.'(Dweck 2010)

Sharing Strategies

How do you make progress visible to your students?

Developing a growth Mind-Set through the use of learning journeys

The role of Learning Journeys in promoting a growth mind-set

Learning Journeys….• Give pupils a sense of purpose• Give pupils a strong voice in the learning process• Take pupils out of their comfort zone• Encourage pupils to challenge themselves• Place an emphasis on progress rather than

attainment• Indicate to students what skills students need to

work on in the future.

Grade F E D C B AShapeSpaceMeasure

I understand and can explain the difference between area and perimeter.

I can find the area and perimeter of shapes by counting squares.

I can find the area of rectangles, squares, triangles, compound shapes and circles using a formula.

I can find the area and circumference of semi-circles. I can calculate the volume and surface area of cuboids.

I can calculate the volumes and surface area of prisms and cylinders.

I can calculate the volume of cones.

I am starting the lesson on grade _____________________

By the end of this lesson I want to be able to _____________________

AB

CD

E

F

G

H

I am starting the lesson on level _____________________

By the end of this lesson I want to be able to _____________________

Level 3 4 5 6 7Sequences I can draw

the next two patterns in a sequence.

I can find a term to term rule for a linear sequence. I can describe a linear sequence in words

I can find the position to term rule for a linear sequence and explain how I worked it out.

I can use a position to term rule to find any term in a sequence and also to decide whether a number is part of a sequence.

I understand the difference between a linear sequence and a quadratic sequence. I can find the position to term rule for a quadratic sequence.

Level 3 4 5 6 7/8

Algebra

I am beginning to understand the role of the = sign

I can find missing numbers.

I can match a formula expressed in words to a calculation.

I can solve linear equations with unknowns on one side including negative numbers.

I can match a formula expressed in words to an algebraic expression.

I can solve linear equations with unknowns on both sides including with negative numbers and brackets.

I can construct and solve linear equations

I can construct and solve simultaneous equations.

I am starting the lesson on level _____________________

By the end of this lesson I want to be able to _____________________

Level True or false?

3 + 7 = 8 + 2

How do you know?

Level 4Find the missing numbers

? + 20 = 27

3 x ? = 15

27 ? = 9

? - 7 = 15

Level 5Solve these equations

5y + 20 = 70

3y - 4 = 11

2y + 5 = 25

Y - 6 = 22

Level 6

The length of a rectangle is three times its width. Its perimeter is 24cm. What is its area?

3c – 7 = 2c + 3 4(z + 5) = 84 4(b – 1) – 5(b + 1) = 0

12 21 (x+1) = (x + 4)

Level 7

Solve these simultaneous equations using an algebraic method: 3a + 2b = 16 5a - b=18

Level 8 By formulating the area of the shape below in different ways, show that the expressions a2 - b2 and (a - b)(a + b) are equivalent.

Key Words Never heard before?

Heard of but not sure what it means?

Know what it means and can explain it in contextJot down your ideas here...

Equation

Expression

Formula

Substitute

Term

Solve

Unknown

Changing your Mindset

If you have a fixed ‘Minsdet’ now, don’t worry, you can change your ‘Mindset.’

If you hear yourself thinking

I can’t do this…

Tell yourself

I can’t do this yet…

If you hear yourself thinking

I’m no good at this…

Tell yourself

I can become better at this…

If you hear yourself asking

What grade did I get?

Ask instead

What can I do to improve…

One question I would like answered…

Two things I am not sure about yet….

Three things I have mastered…

Progress Pyramid

I’m so confident - I could explain this to someone else!

I can get to the right answer but I don’t understand well enough to explain it yet.

I understand some of this but I don’t understand all of it yet.

I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.

I do not understand any of this yet. There are things I could do to be a better learner next lesson.

Colour in the arrow, up to the statement which best describes your current understanding.

My Favourite MISTAKES MeansI Start To AcquireKnowledgeExperienceSkills

A mistake that moved my learning on……

UnderstandingSelf Assessment………….

Understanding Teacher Assessment

I’m confident enough to explain this to someone else.

You made excellent progress in today’s lesson.

I understand most of this but not well enough to explain it to someone else yet.

You made good progress in today’s lesson.

I’ve really struggled with this, I need help to move my understanding on.

You did not make enough progress in today’s lesson.

EffortSelf Assessment……….

Understanding Teacher Assessment………….

1. I have put a lot of effort into my learning today.

1. You demonstrated excellent determination and resilience. You made an effort to show your working out.

2. I have put some effort into my learning today but I know I could have pushed myself further.

2. You demonstrated good determination and resilience. You made some effort to show your working out.

3. I was not a good learner in today’s lesson. I can do better.

3. You gave up too quickly.

Colour in the person that represents your mindset in today’s lesson.

‘You must learn to fail intelligently. Failing is one of the greatest arts in the world. One fails forward towards success.’

Thomas Edison

‘I think and think for months and years. Ninety nine times out of a hundred I am wrong. The hundredth time I am right.’

Albert Einstein